Implementation workshop for
laboratory technicians
VCE Sciences 2016-2021
September
2015
STAV
House
Maria James
VCAA
© Victorian Curriculum and Assessment Authority 2015
Third parties may own copyright in
some content included in this
presentation, as indicated.
The term VCE and associated logos
are registered trademarks of the VCAA.
VCAA content may be used in
accordance with the VCAA’s
Intellectual Property and Copyright
Policy
http://www.vcaa.vic.edu.au/Pages/abou
tus/policies/policy-copyright.aspx
Workshop aims
 Provide an overview for laboratory
technicians about the changes to the
study design
 Workshop ideas related to
implementation issues for laboratory
technicians
 Respond to questions
Implementation timelines
 Staged implementation :
- Units 1&2 in 2016
- Units 3&4 in 2017
 Implementation workshop Units 3
and 4: planned Term 1, 2016
 Implementation support materials –
developed throughout 2015 and
2016
Online publication of study design
For planning purposes for Units 1 and 2, the
2016-2021 VCE Biology study design can be
accessed via the VCE ‘futures’ pages:
http://www.vcaa.vic.edu.au/Pages/vce/studies/futures
d.aspx
Teachers should ensure that the current study
design is used in 2016 for Units 3 and 4:
http://www.vcaa.vic.edu.au/Documents/vce/biology/Bi
ologySD-2016.pdf
Who is the study design for?
 Students
progressing to further
studies in science and/or
associated science disciplines
(science literacy)
 Students with a general interest
in science and its applications in
society (scientific literacy)
Rationale for changes
 Content reduction: increased time for conceptual
understanding and discussion of scientific ideas
and methodologies
 Increased emphasis on investigative work
 Increased emphasis on critical thinking
 Student choice (Area of study 3; Units 1 & 2)
 Determination of essential senior secondary
science concepts in the suite of VCE sciences
 Meaningful application of science concepts
 International standards
VCAA online implementation support materials
A number of resources will be
developed to support
implementation
Question: Are there any
resources that the VCAA
should or could provide for
laboratory technicians?
Science faculty experimental
investigation planner
Lab managers and science leaders
should work together to plan
investigations across all VCE sciences
for a calendar year so that neither
human nor physical resources are
exhausted
Units 1 and 2 can be taught in any
order; Units 3 and 4 must be taught as
a sequence
Sample experimental investigation planner
VCE
Science
Biology
Unit
Jan
Feb
Mar
Apr
part
part
part
May
Jun
1
2
3&4
Chemistry
1
2
3&4
Enviro Science
1
2
3&4
Physics
1
2
3&4
Psychology
1
2
3&4
Colour
coding
No labs
Experimental
investigation
Research
investigation
Physics
options
Jul
Aug
Sep
Oct
Nov
Dec
VCE Science stories
VCE Science story - Biology
UNIT 1: How do living things stay alive?
Area of Study 1: How do organisms function?
Area of Study 2: How do living systems sustain
life?
Area of Study 3: Practical investigation: students design and undertake an investigation related to
the survival of an organism or species
UNIT 2: How is continuity of life maintained?
Area of Study 1: How does reproduction
Area of Study 2: How is inheritance explained?
maintain the continuity of life?
Area of Study 3: Investigation of an issue: students investigate and communicate a response
related to an issue in genetics and/or reproductive science
UNIT 3: How do cells maintain life?
Area of Study 1: How do cellular processes
Area of Study 2: How do cells communicate?
work?
UNIT 4: How does life change and respond to challenges over time?
Area of Study 1: How are species related?
Area of Study 2: How do humans impact on
biological processes?
Area of Study 3 (Unit 3 and/or 4): Practical investigation: students design and undertake a
practical investigation related to cellular processes and/or biological change and continuity over time
VCE Science story - Chemistry
UNIT 1: How can the diversity of materials be explained?
Area of Study 1: How can knowledge of
Area of Study 2: How can the versatility of nonelements explain the properties of matter?
metals be explained?
Area of Study 3: Investigation: students communicate findings from a self-selected research
investigation into materials
UNIT 2: What makes water such a unique chemical?
Area of Study 1: How do substances interact
Area of Study 2: How are substances in water
with water?
measured and analysed?
Area of Study 3: Practical investigation: students design and undertake a practical investigation
related to water quality
UNIT 3: How can chemical processes be designed to optimise efficiency?
Area of Study 1: What are the options for
Area of Study 2: How can the yield of a
energy production?
chemical product be optimised?
UNIT 4: How are organic compounds categorised, analysed and used?
Area of Study 2: What is the chemistry of food?
Area of Study 1: How can the diversity of
organic compounds be explained and
categorised?
Area of Study 3 (Unit 3 and/or Unit 4: Practical investigation: students design and undertake a
practical investigation related to energy and/or food
VCE Science story – Environmental Science
UNIT 1: How are Earth’s systems connected?
Area of Study 1: How is life sustained on Earth?
Area of Study 2: How is Earth a dynamic system?
Area of Study 3: Practical investigation: students design and undertake a practical investigation related
to the monitoring of ecosystems or their components and/or change in ecosystems
UNIT 2: How can pollution be managed?
Area of Study 1: When does pollution become a
Area of Study 2: What makes pollution
hazard?
management so complex?
Category 1: Air pollution
Category 2: Water pollution
Category 3: Soil pollution
Area of Study 3: Case study: students investigate and communicate a substantiated response to an
issue related to the management of a selected pollutant of local interest
UNIT 3: How can biodiversity and development be sustained?
Area of Study 1: Is maintaining biodiversity worth Area of Study 2: Is development sustainable?
a sustained effort?
UNIT 4: How can the impacts of human energy use be reduced?
Area of Study 1: What is a sustainable mix of
Area of Study 2: Is climate predictable?
energy sources?
Area of Study 3 (Unit 3 and/or 4): Practical investigation: students design and undertake a practical
investigation related to biodiversity or energy use from an environmental management perspective
VCE Science story - Physics
UNIT 1: What ideas explain the physical world?
Area of Study 1: How can
Area of Study 2: How do electric
Area of Study 3: What is matter
thermal effects be explained?
and how is it formed?
circuits work?
UNIT 2: What do experiments reveal about the physical world?
Area of Study 1: How can
Area of Study 2 - Focus study:
Area of Study 3: Practical
motion be described and
students choose one of 12 focus
investigation: students design and
explained?
studies related to astrobiology,
undertake an investigation related
astrophysics, bioelectricity,
to content in Areas of Study 1
and/or Areas of Study 2 of Unit 2
biomechanics, electronics, flight,
medical physics, nuclear energy,
nuclear physics, optics, sound or
sports science
UNIT 3: How do fields explain motion and electricity?
Area of Study 1: How do things Area of Study 2: How are fields used Area of Study 3: How fast can
move without contact?
to move electrical energy?
things go?
UNIT 4: How can two contradictory models explain both light and matter?
Area of Study 1: How can Area of Study 2: How are light and Area of Study 3: Practical
waves explain the behaviour of matter similar?
investigation: students design and
light?
undertake an investigation related
to content in Units 3 and/or 4
VCE Science story - Psychology
UNIT 1: How are behaviour and mental processes shaped?
Area of Study 1: How does the brain function?
Area of Study 2: What influences psychological
development?
Area of Study 3: Student-directed research investigation: students communicate a substantiated response to a
selected question related to one of six topics: biopsychology; brain and the use of technology; cognition;
psychological development; mental health and disorder; and changing thoughts, feelings and behaviour
UNIT 2: How do external factors influence behaviour and mental processes?
Area of Study 1: What influences a person’s
Area of Study 2: How are people influenced to
perception of the world?
behave in particular ways?
Area of Study 3: Student-directed practical investigation: students design and undertake a practical
investigation related to external influences on behaviour
UNIT 3: How does experience affect behaviour and mental processes?
Area of Study 1: How does the nervous system
Area of Study 2: How do people learn and
enable psychological functioning?
remember?
UNIT 4: How is wellbeing developed and maintained?
Area of Study 2: What influences mental wellbeing?
Area of Study 1: How do levels of consciousness
affect mental processes and behaviour?
Area of Study 3 (Unit 3 and/or 4): Practical investigation: students design and undertake a practical
investigation related to mental processes and psychological functioning
Topic selection in the sciences
Concept
Biology
behaviour



(animal)
(social)
(human)
ecology


energy

genetics


Unit 2- classic
Unit 4 - modern
Units 1-4
(nature-nurture)
human
body
sensory
perception

systems/genetics

Chemistry

Enviro



food
pollution
effects
Physics
Psychology


brain and
biomechanics
/ bioelectricity nervous system



Overview of changes – general study design features
 Introduction includes a ‘Scope of study’ section
 Two science-specific aims; seven generic science aims
 ‘Units’ and ‘Areas of study’ have questions as titles
 ‘Safety and wellbeing’ has been updated re regulations,
and a new section related to ethical conduct of
experimental investigations added
 ‘Cross-study specifications – new section – added to
incorporate key science skills and scientific
investigation (including a template for poster
production) as being applicable to all VCE sciences
 Mandated practical logbook Units 1-4
Focus on scientific inquiry
Key science skills
Victorian Curriculum
Science Inquiry Skills
VCE key science skills
Questioning and predicting
Develop aims and questions, formulate
hypotheses and make predictions
Planning and conducting
• Plan and undertake investigations
• Comply with safety and ethical guidelines
• Conduct investigations to collect and record
data
Recording and processing
Conduct investigations to collect and record
data
Analysing and evaluating
• Analyse and evaluate data, methods and
scientific models
• Draw evidence-based conclusions
Communicating
Communicate and explain scientific ideas
VCE Physics Unit 2 Area of Study 2
Choice of twelve options (more than one may be taught in a class):
2.1 What are stars?
2.2 Is there life beyond Earth’s Solar System?
2.3 How do forces act on the human body?
2.4 How can AC electricity charge a DC device?
2.5 How do heavy things fly?
2.6 How do fusion and fission compare as viable nuclear power
sources?
2.7 How is radiation used to maintain human health?
2.8 How do particle accelerators work?
2.9 How can human vision be enhanced?
2.10 How do instruments make music?
2.11 How can performance in ball sports be improved?
2.12 How does the human body use electricity?
Logbook
 Mandated across Units 1-4
 Content may include:
experimental results, research notes, simulation
outcomes, visual presentations, field trips,
photographs and other images, demonstration
summaries and database extract
 May be electronic or paper copy: e-files/ notebook/
folder/ scrapbook/ section in folder/ duplicate book
 Does not need to be ‘formally’ presented
 Use for record, authentication and assessment
purposes
 Entries should be dated and in chronological order
Studentdesigned
investigations
Planning
Doing
Analysing
Concluding
Communicating
Use of scientific posters
 In Victorian schools - for example, Science Talent
Search, and Year 7 to 10 presentations
 Student entry into tertiary courses/ work experience/
part-time employment
 In international schools - Singapore, USA – ‘science
fairs’, competitions
 At tertiary institutions - research presentations
 At professional science conferences – trend towards
minimal keynotes and rest being poster
presentations, including an oral component – focus
on science communication (concise)
Scientific poster
Section
 Title
 Introduction
 Methodology
 Results
 Discussion
 Conclusion
 Acknowledgments and references
Scientific poster templates
A number of
scientific
poster
templates
are
available
free-ofcharge on
the internet.
Some
include
handy tips.
http://colinpurrington.com/tips/poster-design
A site that offers multiple formats is at:
http://www.posterpresentations.com/html/free_poster_templates.html
VCAA poster template
Poster authentication strategies
 Adopt and/or adapt current authentication
strategies for tasks requiring extended
experiments and/or practical activity reports
 Mark poster sections progressively
 Use specific questions about science
investigation processes as part of the poster
development under test conditions
 Logbook with dated entries should correlate to
student work on poster
 Observed practical procedures in class
 Question students about content in specific parts
of their poster
Poster logistics
 No drafts
 In Units 1 and 2, a scientific poster may be based on research
(library), bioinfomatics exercise or primary research
 In Unit 3 or 4, or across Units 3 and 4, the poster:
- must involve collection of primary data
- must include seven sections of poster template, with
acknowledgment of level of guidance
- may be an extension of a common experiment or fieldwork exercise
- may be generated by students based on their own research and
subject to authentication (use of photos/video…noted in logbook)
- may be undertaken as a class with students contributing to design
- may be assessed in stages (if modification required, original marks
hold)
- marks will be moderated against the examination – class rank order
important
Units 3 and 4 Assessment - internal
Unit
Outcome
% study
score
3
1
2
8
8
1
2
*3 (poster)
8
8
8
4
Unit %
study
score
16
24
VASS
entry
marks
50
50
30
30
30
*Unit 4 Outcome 3 may be undertaken in either
Unit 3 or Unit 4, or across both Units 3 and 4
Workshop Activity 1:
extended investigations
• What works now?
• What will be different?
• What are the main issues
in schools? Solutions?
Workshop Activity 2:
Secondary data activities
Laboratory
assistance –
opportunities for involvement???
Workshop Activity 3: VCAA
support for laboratory technicians
Other ideas,
please??
VCAA contact
Maria James
Curriculum Manager, Science
Email:
james.maria.m@edumail.vic.gov.au
Telephone: 9032 1722